Kaisa Silvennoinen, Miika Marttunen, Heidi Hyytinen, Jani Ursin
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引用次数: 0
Abstract
Higher education students need generic skills such as written argumentation to succeed in their studies and in modern working life. However, research has shown that some students struggle with these skills even at later stages of higher education. We examined Finnish final-stage undergraduate students' argumentative texts (n = 200). Qualitative content analysis was used to analyse the quality of written argumentation and its variation between students representing different higher education sectors (universities and universities of applied sciences). There was notable variation in the quality of written argumentation, distributed differently between the two higher education sectors. Overall, the quality of written argumentation was higher among university students. The practical implications of this are considered.
期刊介绍：
Higher Education Quarterly publishes articles concerned with policy, strategic management and ideas in higher education. A substantial part of its contents is concerned with reporting research findings in ways that bring out their relevance to senior managers and policy makers at institutional and national levels, and to academics who are not necessarily specialists in the academic study of higher education. Higher Education Quarterly also publishes papers that are not based on empirical research but give thoughtful academic analyses of significant policy, management or academic issues.
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